WBSED, GoWB

The Department of School Education, Government of West Bengal, is endowed with the
responsibility of enhancing Access, Equity and Quality in education across the State by bringing
into practice the over-arching vision and mission of 21st century Education at the Primary,
Upper- Primary, Secondary and Higher Secondary levels. The Department as the nodal body has
several distinct Functionaries which look after various aspects of school education for the state.
The Functionaries have well-defined assignments. Some of these are: development of
Curriculum, Syllabus, Text Books, Evaluation Pattern and In-service Teachers' Training (Expert
Committee on School Education), Conducting Board/Council Examinations and providing
Academic Guidance, (Boards and Councils), Preparation of Research Material and Follow-up
Training (SCERT), Inspection (Inspectorate), Recruitment of teachers/staff (Service
Commission), Execution of Projects and Schemes (Project Office). These Functionaries work in
tandem with an eye to promote and consolidate the diverse virtues of education.

 Objectives

Objective of the School Education Department is to ensure equitable access for all school
going children of the state while also ensuring quality and joyful learning education.

 Vision

The vision of the State School Education Department is to ensure that students are

imparted with the most supreme quality of education, physical environment to grow and

curriculum that enables them to be responsible citizens of the country. The Department

ascertains the universalization of education at Elementary level in schools as envisaged in The

Right of Children to Free and Compulsory Education Act, 2009. The Department has also

emphasized on The Secondary and Higher Secondary level in the same manner. The Department

through its various functionaries works dedicatedly to ensure students are imparted with skills to

face the various challenges successfully in their personal and social life. The Department further

1
facilitates the growth of children through pioneering social schemes such as Kanyashree, Sabuj

Saathi and Mid-Day Meal among many others.

 Mission
The Department of School Education aims at the overall growth, development and
progression of Students, Teachers and Headmasters. In order to promote ‘Education First’, the
Department has specified the following goals:

 Free access to education for all - across all religions, gender, class, race and region.
 To ensure all students are treated equally and no discrimination is made on the basis of
race, religion, gender and class.
 To ensure gender equity in education.
 To ensure enrolment of 100% girl students, including the girls coming from backward,
reserved and minority communities.
 To ensure and maintain better hygiene and sanitation levels in all schools by having
separate toilets for boys and girls, availability of water for washing and drinking, clean
environment to study and learn.
 To ensure and maintain quality education by recruiting trained teachers, encouraging
quality teaching and learning and provisioning appropriate teaching learning aids.
 To ensure quality training of teachers with specific emphasis on student centric teaching
and interactive learning.
 To make appropriate arrangements for training of untrained teachers.
 To rationalize pupil teacher ratio across all school levels.
 To ensure that all Secondary and Higher Secondary Schools are ICT enabled. To further
encourage Computer Education and Literacy.
 To equip secondary and higher secondary schools with library and laboratory facilities.
 To ensure enrolment at the higher secondary level of all students who have passed
secondary level of education.

2
3
 Directorates

I. Directorate of School Education

II. Directorate of Accounts (DOA)

Parastatals

I. Expert Committee of School Education

II. Paschim Banga Samagra Shiksha Mission (State Project Office for SSA)
III. West Bengal Council of Higher Secondary Education (WBCHSE)
IV. West Bengal Board of Secondary Education (WBBSE)
V. West Bengal Board of Primary Education (WBBPE)
VI. West Bengal Central School Service Commission (WBCSSC)
VII. West Bengal Council of Rabindra Open Schooling (WBCROS)
VIII. State Council of Educational Research & Training (SCERT), West Bengal

4
 Directorates

 Directorate of School Education

Directorate of School Education implements the policies of the Government in the field of
School Education. The Directorate of School Education is headed by the Commissioner. He is
assisted by a number of Joint Directors, Deputy Directors, Assistant Directors, Assistant
Inspectors of Schools and Sub-Inspectors of Schools and other support staff. All the officers
manage the affairs of the schools apart from inspection and supervision of schools. Directorate of
School Education deals with different educational issues related to Pre-Primary to Class XII
including Primary Teachers' Training Institutions and also co-ordinates between different
parastatals under the control of the School Education Department. Each Deputy Director of
School Education (DDSE) is assigned with a section which is responsible for some activities at
the Directorate. The sections are the following:

1. Administration (Admin) Section:

This section is entrusted with appointment of Sub-Inspector of Schools (SI/S) and
Assistant Inspector of Schools (AI/S), promotion of SI/S to AI/S, transfer of SI/S & AI/S,
delegation of charge of the district or sub-district level offices to the WBES officers (Inspection
Branch), Appointment, promotion and transfer of Gr.-D staff and Gr.-C staff, dealing with
vigilance cases, ACR / SAR of the officers, fixation of pay and allowances of officers under
School Education Directorate, medical bill reimbursement, pension cases of WBES & WBSES
officers, pension cases of WBSubES officers under DSE, WB, sanctioning of different
allotments to district and sub-district level offices, sanctioning of leave of the staff and officers
attached to the DSE as well as the WBES and WBSES officers, permission for purchasing of
movable & immovable properties, permission for foreign travel, permission for appearing at
different exam., school inspection, school management and all types of scholarships to students
(including State & Central), etc.
2. Grant-in-Aid (GA) Section :
This section is responsible for releasing of fund for payment of monthly salaries (including
arrear claim) of the approved Teaching and Non-Teaching employees of the recognized Govt.
Aided and Govt. Sponsored and D.A getting Junior High/High/Higher Secondary schools,

5
matters relating to service condition and financial benefits of the Teaching and Non-Teaching
employees of High/Higher Secondary schools as referred by the District Inspectors of Schools
(SE), matters relating to Died-in-harness cases of secondary type schools, disposing of
representations relating to High/Higher Secondary Schools as received from the School
Authorities and others, submission of list of vacant posts of Headmaster/Headmistress and
Assistant Teachers of Govt. Aided and Govt. Sponsored schools [as reported from the District
Inspectors of Schools (SE)] to the WBCSSC, preparing and forwarding the list of schools to the
School Education Department for consideration of non-recurring grants on the basis of proposals
received from the District Inspectors of Schools (SE), etc.
3. Basic Section :
This section is entrusted with all issues related to Primary Teachers' Training Institutes
(PTTI).

4. Rural Primary (RP) Section :

This section is responsible for releasing of fund for payment of monthly salaries (including
arrear claim) of the approved Teaching staff of the recognized Govt. aided and Govt. Sponsored
primary schools and District Primary School Councils (DPSC), matters relating to service
condition and financial benefits of the teachers of primary schools, disposing of representations
relating to Primary Schools as received from the DPSCs, died-in-harness cases related to primary
schools, approval of panel for appointment of staff in DPSC, issues related to Sanskrit Tol,
Issues related to Santhali medium schools, law matters related to primary schools on died-in-
harness cases, Capital grant (including different infrastructural support) to primary schools, etc.

5. Jr. High (JH) Section :

This section is responsible for up-gradation of Jr. High School to High School, arrear claim
of teaching and non-teaching staff of Jr. High Schools, proposal for sanction of posts of teaching
and non-teaching staff of Jr. High Schools, distribution of school bags, all matters related to Jr.
High Schools, etc.

6
6. Development and Planning (D&P) Section :

This section is responsible for distribution of different types of allotments to the DDOs,
prepation of Budget, proposal for requirement of fund, Teachers' Day celebration (Siksharatna),
National Award for teachers, distribution of NTB, processing of bills relating to NTB, etc.

7. Higher Secondary (HS) Section :

This section is responsible for up-gradation of schools to HS level and allied matters,
public grievance redressal, training (ATI) and exam. related issues, issues related to MHRD,
GoI, NUEPA, NCERT, Parliament and Legislative Assembly questions, school safety related
issues, health related issues in schools, issues related to Human Rights Commission, issues
related to Child Rights Commission, issues related to RTE Act, 2009, English medium in
schools, etc.

8. Boys' High (BH) Section :

This section is responsible for dealing with issues related to Govt. Schools, New Integrated
Govt. Schools (under BRGF Scheme) and Model Schools, Hostels, appointment, transfer,
fixation of pay and allowance, promotion, leave and pension of the HM and Asstt Master
/Mistress of Govt. schools, release of capital grants etc.

9. Anglo Indian Schools (AIS) Section :

This section is responsible for issuance of NOC to the non-govt. unaided schools, issues
related to private schools, issues related to Vishakha guidelines, issues related to RTI Act-2005,
releasing of DA to the DA getting Anglo-Indian Schools etc.

10. Rehabilitation & Welfare (R&W) Section (including Law issues) :

This section is responsible for the issues related to law matters of primary, Jr. High
secondary and higher secondary schools, etc.

7
 11. Physical Education Section :
This section is responsible for the issues related to the Physical Education, issues of DOPE &
YW and DOPE., organising district level sports, etc.

12. Nationalised Text Book (NTB) Section :

This section is responsible for printing and distribution of NTB and exercise books and

related issues.

8
 Educational Administration at District Level

Office of the District Inspector of Schools (Primary Education) :

The district level office for primary level education is known as the Office of the District
Inspector of Schools (Primary Education). The District Inspector of Schools acts as the Head of
Office. He/She is assisted by the Addl. District Inspector of Schools (ADI/S) and a number of
Asstt. Inspectors of Schools (AI/S), Sub Inspectors of Schools (SI/S) and other support staff.
The main activities of the District Inspector of Schools (Primary Education) is to deal with
different issues related to pension of Primary teachers, inspection to primary schools,
implementation of different schemes at primary level, service matters of SI of Schools, Gr-C and
Gr-D employees of circles as well as in the district office and also matters related to Primary
Teachers’ Training Institutes of the district.

Office of the District Inspector of Schools (Secondary Education) :

The district level office for secondary level education is known as the Office of the District
Inspector of Schools (Secondary Education). The District Inspector of Schools (DI/S) acts as the
Head of Office. He/She is assisted by the ADI/S and a number of AI/S, SI/S and other support
staff.
Main activities of the District Inspector of Schools (Secondary Education) is to deal with
different issues related to secondary teachers' salary, pension, inspection to secondary schools,
implementation of different schemes at secondary level, etc. Beside this all administrative works
of the offices under DI/S (SE) are also done in this office.

In the districts there is also a post of District Inspector of Schools (Academic) whose main
function is to co-ordinate for conducting in-service training of teachers and school inspection
DI/S (SE) is his /her DDO.

Office of the District Officer of Physical Education and Youth Welfare (DOPE&YW) :
DOPE&YW is responsible for all issues related to Physical Education and organising
district level sports for selection of team for further sports meet at national level.

9
District Primary School Council (DPSC) :
DPSC is the district level autonomous body looking after the issues related to the Primary
Teachers and their transfer, promotion, leave, salary/benefits disbursement and other service
related administrative issues. Chairman DPSC is Head of the Council and DI of Schools (PE) is
the Ex-Officio Secretary.

10
 Educational Administration at Sub-district Level

There are two separate sub district structures for Primary and Secondary Education in the
state.
Office of the Additional District Inspector of Schools (Secondary Education) or Office of the
Assistant Inspector of Schools (Secondary Education) :
In case of secondary education, each district is divided into a number of Education Sub-
Divisions (Sub-Division level structure). Each Educational Sub-Div. office is headed by either an
Addl. District Inspector of Schools (ADI/S) or an Asstt. Inspector of Schools (AI/S).
ADI/S or AI/S (SE) at Sub-Div. level is responsible for inspections of secondary level
schools, drawing of salary and other service related issues of Secondary Teachers and
implementing different schemes as per policy of the Govt.

Block / Municipality level Assistant Inspector of Schools (AI/S):

At the Block /Municipality level one Assistant Inspector of Schools (AI/S) under the
control of the DI/S (PE) works to monitor educational programme and activities at the
Block/Municipality level.

Office of the Sub-Inspector of Schools:

In case of primary education, each district is divided into a number of Circles (sub Block
structure). Each Circle consists of around 70 primary schools. The total number of Education
Circle in the state is 727. The Circle is headed by an officer of West Bengal Sub-ordinate
Educational Service designated as Sub-Inspector of Schools (SI/S).
In order to look after Samagra Shiksha Mission (previously SSA & RMSA) activities one
Circle Level Resource Centre (CLRC) has been created for all circles. The SI/S has been made in
charge of the CLRC in respect of Samagra Siksha Mission and designated as Circle Project
Co-Ordinator (CPC).
SI/S is responsible for school inspections, preparation of salary bills, pension papers and
other service related issues of Primary Teachers and implementing different schemes as per
policy of the Govt. SI/S, in the capacity of Circle Project Coordinator is also responsible for
releasing of different grants to the Govt. / Govt. aided / Govt. sponsored schools under his/her

11
jurisdiction, monitoring the progress of the schemes and proper utilization of the fund under
Samagra Shiksha Abhiyan.

Primary Teachers' Training Institute (PTTI):

In West Bengal, Govt. / Govt. aided / Govt. sponsored PTTIs are affiliated to WBBPE,
recognized by NCTE and under the control of the DI/S (PE) of the district concerned. PTTIs are
imparting two years' Diploma in Elementary Education (D.El.Ed.) course.

Directorate of Accounts (DOA)

Information not available

12
 Parastatals
1. Expert Committee of School Education

13
2. Paschim Banga Samagra Shiksha Mission (State Project Office for SSA) :

The Union Budget, 2018-19, has proposed to treat school education holistically without
segmentation from pre-nursery to Class 12. Samagra Shiksha - an overarching programme for the
school education sector extending from pre-school to class 12 has been, therefore, prepared with
the broader goal of improving school effectiveness measured in terms of equal opportunities for
schooling and equitable learning outcomes. It subsumes the three erstwhile Schemes of Sarva
Shiksha Abhiyan (SSA), Rashtriya Madhyamik Shiksha Abhiyan (RMSA) and Teacher Education
(TE).

 This sector-wide development programme/scheme would also help harmonise the

implementation mechanisms and transaction costs at all levels, particularly in using state,
district and sub-district
 Level systems and resources, besides envisaging one comprehensive strategic plan for
development of school education at the district level. The shift in the focus is from
project objectives to improving systems level performance and schooling outcomes
which will be the emphasis of the combined Scheme along-with incentivizing States
towards improving quality of education

 The Sustainable Development Goals (SDG) -4.1 states that “By 2030, ensure that all
boys and girls complete free, equitable and quality primary and secondary education
leading to relevant and effective learning outcomes.
Further the SDG 4.5 states that “By 2030, eliminate gender disparities in education and
ensure equal access to all levels of Education and vocational training for the vulnerable,
including persons with disabilities, indigenous peoples and children in vulnerable
situations”

 The scheme envisages the ‘school’ as a continuum from pre-school, primary, upper
primary, secondary to Senior Secondary levels. The vision of the Scheme is to ensure
inclusive and equitable quality education from pre-school to senior secondary stage in
accordance with the Sustainable Development Goal (SDG) for Education.

14
The major objectives of the Scheme
Provision of quality education and enhancing learning outcomes of students;
Bridging Social and Gender Gaps in School Education; Ensuring equity and inclusion at
all levels of school education; Ensuring minimum standards in schooling provisions;
Promoting Vocationalisation of education; Support States in implementation of Right of
Children to Free and Compulsory Education (RTE) Act, 2009; and Strengthening and up-
gradation of SCERTs/State Institutes of Education and DIET as a nodal agencies for
teacher training.
The main outcomes of the Scheme
To provide Universal Access, Equity and Quality, promoting Vocationalisation of
Education and strengthening of Teacher Education Institutions (TEIs).
The Scheme will be implemented as a Centrally Sponsored Scheme by the Department
through a single State Implementation Society (SIS) at the State/UT level. At the
National level, there would be a Governing Council headed by Minister of Human
Resource Development and a Project Approval Board (PAB) headed by Secretary,
Department of School Education and Literacy. The Governing Council will be
empowered to modify financial and programmatic norms and approve the detailed
guidelines for implementation within the overall Framework of the scheme. Such
modifications will include innovations and interventions to improve the quality of school
education. The Department will be assisted by a Technical Support Group (TSG) at
Educational Consultants of India Limited (EdCIL) to provide technical support in
functional areas pertaining to access, equity and quality education by merging the TSGs
of the Schemes of SSA, RMSA and TE. States would be expected to bring a single Plan
for the entire school education sector.
The fund sharing pattern for the scheme between Centre and States is at present in the
ratio of 90:10 for the 8 North-Eastern States viz. Arunachal Pradesh, Assam, Manipur,
Meghalaya, Mizoram, Nagaland, Sikkim and Tripura and 3 Himalayan States viz. Jammu
& Kashmir, Himachal Pradesh and Uttarakhand and 60:40 for all other States and Union
Territories with Legislature. It is 100% centrally sponsored for Union Territories without

15
Legislature. This is in accordance with the recommendations of the Sub-Group of Chief
Ministers on Rationalization of Centrally Sponsored Schemes received in October, 2015.
The major interventions, across all levels of school education, proposed under the scheme
are: (i) Universal Access including Infrastructure Development and Retention; (ii)
Gender and Equity; (iii) Inclusive Education; (iv) Quality; (v) Financial support for
Teacher Salary; (vi) Digital Initiatives; (vii) RTE Entitlements including uniforms,
textbooks etc.;(viii) Pre-school Education; (ix) Vocational Education; (x) Sports and
Physical Education; (xi) Strengthening of Teacher Education and Training; (xii)
Monitoring; (xiii) Programme Management; and (xiii) National Component. It is
proposed that preference in the interventions would be given to Educationally Backward
Blocks (EBBs), LWEs affected districts, Special Focus Districts (SFDs), Border areas
and the 117 Aspirational districts.
The main emphasis of the Scheme is on improving quality of school education by
focusing on the two T’s – Teacher and Technology. The strategy for all interventions
under the Scheme would be to enhance the Learning Outcomes at all levels of schooling.
The scheme proposes to give flexibility to the States and UTs to plan and prioritize their
interventions within the scheme norms and the overall resource envelope available to
them. Funds are proposed to be allocated based on an objective criteria based on
enrolment of students, committed liabilities, learning outcomes and various performance
indicators.
The Scheme will help improve the transition rates across the various levels of
school education and aid in promoting universal access to children to complete school
education. The integration of Teacher Education would facilitate effective convergence
and linkages between different support structures in school education through
interventions such as a unified training calendar, innovations in pedagogy, mentoring and
monitoring, etc. This single scheme will enable the SCERT to become the nodal agency
for conduct and monitoring of all in-service training programmes to make it need-focused
and dynamic. It would also enable reaping the benefits of technology and widening the
access of good quality education across all States and UTs and across all sections of the
Society.
16
Features:
Holistic approach to education

 Treat school education holistically as a continuum from Pre-school to Class 12

 Inclusion of senior secondary levels and pre-school levels in support for School education
for the first time
Administrative reform

 Single and unified administrative structure leading to harmonized implementation

 Flexibility to States to prioritise their interventions under the Scheme

 An integrated administration looking at ‘school’ as a continuum

Focus on Quality of Education

 Enhanced focus on improving quality of education by focus on the two T’s – Teachers and
Technology

 Enhanced Capacity Building of Teachers and School Heads

 Focus on strengthening Teacher Education Institutions like SCERTs and DIETs to improve
the quality of prospective teachers in the system

 SCERT to be the nodal institution for in-service and pre-service teacher training – will
make training dynamic and need-based.

 Support for Rashtriya Avishkar Abhiyan to promote Science and Maths learning in
schools.

 Support Padhe Bharat Badhe Bharat Programme to develop foundational skills at primary
level.

 Provision of library grants for every school ranging from Rs. 5000 to Rs. 20000.

17
Focus on Digital Education

 Support ‘Operation Digital Board’ in all secondary schools over a period of 5 years, which
will revolutionize education- easy to understand, technology based learning classrooms
will become flipped classrooms.

 Enhanced use of digital technology in education through smart classrooms, digital boards
and DTH channels

 Digital initiatives like UDISE+, Shagun, to be strengthened

 Strengthening of ICT infrastructure in schools from upper primary to higher secondary

level.

Strengthening of Schools

 Enhanced Transport facility to children across all classes from I to VIII for universal
access to school

 Composite school grant increased from Rs. 14,500-50,000 to Rs. 25,000- 1 Lakh and to be
allocated on the basis of school enrolment.

 Specific provision for Swachhta activities – support ‘Swachh Vidyalaya’

 Improve the Quality of Infrastructure in Government Schools

Focus on Girl Education

 Upgradation of Kasturba Gandhi Balika Vidyalayas (KGBVs) from Class 6-8 to Class 6-
12.

 Self-defence training for girls from upper primary to senior secondary stage

 Enhanced Commitment to ‘Beti Bachao Beti Padhao’

18
Focus on Inclusion

 Allocation for uniforms under RTE Act enhanced from Rs. 400 to Rs. 600 per child per
annum.

 Allocation for textbooks under the RTE Act, enhanced from Rs. 150/250 to Rs. 250/400
per child per annum. Energized textbooks to be introduced.

 Allocation for Children with Special Needs (CwSN) increased from Rs. 3000 to Rs. 3500
per child per annum. Stipend of Rs. 200 per month for Girls with Special Needs from
Classes 1 to 12.

Focus on Skill Development

 Exposure to Vocational Skills at Upper Primary Level would be extended.

 Vocational education for Class 9-12 as integrated with the curriculum and to be made more
practical and industry oriented.

 Reinforce emphasis on ‘Kaushal Vikas’

Focus on Sports and Physical Education

 Sports Education to be an integral part of curriculum

 Every school will receive sports equipments at the cost of Rs. 5000 for Primary Schools,
Rs. 10,000 for upper primary schools and up to Rs. 25,000 for secondary and senior
secondary schools to inculcate and emphasize relevance of sports.

19
Focus on Regional Balance Promote Balanced Educational Development

 Preference to Educationally Backward Blocks (EBBs), LWE affected districts, Special

Focus Districts (SFDs), Border areas and the 117 aspirational districts identified by Niti
Aayog

West Bengal – Information not available (AQ issued reply awaited)

20
West Bengal Council of Higher Secondary Education (WBCHSE)
The Government of West Bengal has established the West Bengal Council of Higher Secondary
Education, under West Bengal Council of Higher Secondary Education, Act 1975. The council is
the main body which looks after the education system in the 10+2. The council has its main
office at Salt Lake, Bidhannagar, Korunamoyee, Kolkata along with 4 regional offices.

Offices
HEAD OFFICE OF THE COUNCIL

Location Address Start Year Tel / Fax / Email

9/2, Block DJ, 2337 - 4984 to 87
Vidyasagar Bhavan Sector II, Salt Lake, 1998 2337 - 9661
Kolkata 700091 2358 - 8944 [email protected]

Click here for previous locations

REGIONAL OFFICES OF THE COUNCIL

Sl. Regional Office Address Start Year Jurisdiction

Rahul Sankrityayan Bhavan

P.O. North Bengal University Darjeeling, Jalpaiguri,
Pin 734013, Dist. Darjeeling Uttar Dinajpur,
1. North Bengal 1989
Ph. 95353 - 2582097/2582156 Dakshin Dinajpur,
Cooch Behar, Malda
Click here for details

Nazrul Bhavan,
5, Ichlabad (Jalkal Math)
P.O.: Sripally, Dist. Bardhaman,
Pin 713103 Burdwan, Birbhum,
2. Bardhaman 1994
Ph. 0342-264-7745(Telefax) Bankura, Hooghly
0342-2544720 / 2541-427
Click here for details

Sahid Matangini Bhavan,

72, Station Road
Purba Medinipur,
Bidhannagar East, P.O. Medinipur
3. Medinipur 1996 Paschim Medinipur,
Dist. Paschim Medinipur, Pin:721101
Purulia
Ph. 953222 - 276318
Click here for details

Bikash Bhavan (2nd Floor)

Kolkata, 24 Pgs (N),
North Block, Salt Lake, Kol - 700091
4. Kolkata 1994 24 Pgs (S), Howrah,
Ph. 2334 - 7125 / 3193
Nadia, Murshidabad
Click here for details

21
The Council is a body corporate with perpetual succession and a common seal, and is entitled to
acquire, hold and dispose of property, to enter into contracts and to do all other things necessary
for the purposes of this Act and shall by its name sue and be used. Its functions are executed
through an Organisation Structure.
The Council consists of members like The President appointed by the State Govt. and other ex-
officio members like: The President of the Board of Secondary Education-Ex Officio, The
Director of School Education-Ex-Officio, The Director of Technical Education-Ex-officio, The
Director of Industries-Ex-officio, The Director of Agriculture-Ex-Officio, The Director of
SCERT-Ex-officio etc.

Members of the Council

It is the duty of the Council to advise the State Government on all matters relating to Higher
Secondary Education referred to it by the State Government. The Council has the power to
direct, supervise and control the Higher Secondary Education in the State.

The major functions of the Council are to :

1. Assess periodically the Educational needs at higher secondary level at the state and lay
down the General policy for the development of the Higher Secondary Education;
2. Provide for inspection of Recognised Institutions;
3. Provide by regulations, the curriculum, syllabus, the courses of studies to be followed and
the books to be studied in Recognised Institutions;
4. Undertake the preparation, publication and sale of Text Books and other books for use in
the Recognized Institutions;
5. Institute Higher Secondary Examination for the purposes of the Act;
6. To publish results of examination instituted by the Council and to award certificates and
scholarship thereof.

22
The Higher Secondary Course shall consist of two parts, i.e. Class XI and Class XII. The
curriculum of Higher Secondary Course shall consist of

a. Two language subjects one each from Group 'A' and Group 'B' of Schedule II.
b. Three compulsory elective subjects, one each to be chosen from any group.
c. One optional elective subject to be chosen from the groups remaining after the
selection of compulsory elective subject.

After completing secondary school examination, students enroll for 2 years in Higher Secondary
Institutions. Upon completing the required coursework, students may enroll in general or
professional degree programmes.

23
 West Bengal Board of SecondaryEducation (WBBSE)
Main Objectives

 To provide secondary education to all, both boys and girls, with a focus on quality
education that assumes greater meaning today, when we consider the emerging
challenges in our society.
 To promote and develop the aspects of secondary education in the state of West Bengal
and to fulfill the educational aspirations of the students of the state.
 To act as an advisory organ to state government on the matter of scientific advancement
of secondary education consistent with the National goals.
 To define appropriate approaches of academic activities to ensure joyful, child centric
and holistic quality education to all children.
 To frame norms for implementation of various academic activities including quality
issues; to control and coordinate various academic and training programmes of the board.
 To take steps to recognize High Schools, especially girls high schools so that girls and
those from far flung areas get access to secondary education after completion of primary
education.
 To frame curricula and syllabi in consonance with the rapid changes in the socio
economic milieu of the country and in conformity with psychological , pedagogical and
social principles.
 To organize capacity building and empowerment programmes to update and upgrade the
professional competency of the teaching community.
 To collect feedback from different stakeholders with a view to monitoring the quality of
education imparted in schools.
 To encourage schools to document the progress of students in a teacher and student
friendly way.
 To prescribe and update conditions of examinations and conduct secondary examination,
better known as Madhyamik Pariksha, after the completion of class X, which is the first
public examination in a student’s life.
 To frame rules in order to ensure smooth transparent democratic and disciplined
management of the schools recognized by the board.

24
  By virtue of its position in the middle tier, WBBSE strives to harmonise, coordinate and
link up the activities of WBBPE and WBCHSE as Secondary education serves as a link
between the elementary and higher education, and plays a very important role in this
respect.
 To make it people-friendly and to easily reach out to every stakeholder through
maximum digitization of records and services; the day is not far away when the services
of the board will only be a click away. The day has come when the board is only a click
away.

Prime Focus of the Board

 Innovation of teaching learning methodologies by devising student friendly and student

centric paradigms, keeping in mind the socio-cultural and economic background of the
students.
 Giving freedom to new experiment with new ideas and practices.
 Regularly updating and upgrading the pedagogical and professional skills of the teachers
by conducting in-service training programmes and workshops, etc.
 Time to time reforms in examination and evaluation systems.
 To ensure 100% enrollment and retention of students till they pass out MP(S E) with
desired learning outcomes.
Profile
The West Bengal Board of Secondary Education came way back in 1951 as West Bengal
state government administered autonomous examining authority for the Standard 10 examination
(or secondary school level examination) of West Bengal. Established under the West Bengal
Secondary Education Act of 1950, it was then called the Board of Secondary Education. Sri
Apurba Kr. Chanda was the first Chairman of the Board. The Board of Secondary education
was renamed as The West Bengal Board of Secondary Education in 1964, under the West
Bengal Board of Secondary Education Act of 1963. The Board in its present look came into
existence from January, 1964 with Dr. J. C. Sengupta as the Chairman. Currently, Professor
Dr.Kalyanmoy Ganguly is the President and Sri Subrata Ghosh is the Secretary of WBBSE.

25
26
The WBBSE has under its control and regulation different types of secondary schools in the
state of West Bengal:-
 Government Sponsored Secondary School

 Non-Government Aided Secondary Schools

 DA getting Secondary School
 DA getting Anglo Indian Schools (Secondary)
 Un-Aided Private Schools
 As for Govt. schools, WBBSE is the academic authority.

The board started its journey in 1951 with 1270 high schools taken over from Calcutta
University. The number increased to 2312 by the end of 1963 and at present the Board handles
about 11000 Jr.high and high schools. With the increase of recognized schools, the number of
candidates appearing in the secondary examination has been increasing by leaps and bounds. In
its first school leaving examination in 1952 the board handled 42000 candidates, which sky
rocketed to a whopping 10,66,000 in 2019. In this context, the Board’s endeavour to promote
women education must not be overlooked. It is reflected in the fact that the enroled percentage of
girl students in this year's (2020) Madhyamik Examination was 56.70 % while that of boys was
43.30%.
Not only has the number of schools and students increased fast, but, its operational ambit has
also increased manifold over the years. The board is no longer a mere exam regulatory body.
Rather in the recent past WBBSE has undergone a complete makeover in its pivotal role of
steersman in the field of school education. Based on the purview of RTE Act-2009 and the West
Bengal Right of Children to Free and Compulsory Education Rules, 2012 the Board has set some
directives in correlation with improving the quality of education as well as to ensure the
discipline and time schedule of daily classes, and also to ensure minimum learning outcomes as
per amendment of RTE-2009.
To equip the teachers well to carry out the day-to-day lessons in a desired manner so as to
achieve the targeted goals of learning outcomes, the board conducts different workshops and in-
service trainings.
Responding to the demands of time the Board has, time and again, restructured the secondary
syllabi with the help of independent panel of expert (the latest been done in 2016 and another
revision is going on). Keeping in view the national and international perspective the board has

27
published text books of all the classes from VI to VIII and some of class-IX and class- X.
Besides taking up the publication of text books for different classes, the Board accords approval
to books published by different private publishing houses for the secondary level students. These
private publications include books in Santali, Nepali and Urdu catering to specific linguistic
demands. To keep pace with the changing time, the board has introduced additional subjects like
Information Technology, Computer Application and Hardware Management.
The board publishes the Parshad Barta, a periodical which acts as a forum for sharing of
experiences and views. First published in December, 1974, the Parshad Barta publishes different
Circulars and GOs also with a view to helping school authorities about changing rules and
regulations of the board. Teachers and students from the length and breadth of the state may also
contribute their meaningful and enriching write ups.
Not only that, the Board has brought the process of appointment under its operational ambit. It
has now become the appointing authority of Headmasters, secondary teaching and non-teaching
staff including librarian.

KOLKATA REGIONAL COUNCIL OFFICE

District Covers

 Kolkata
 Howrah
 orth 24 Parganas
 outh 24 Parganas
 Murshidabad
 Nadia
 Hooghly(Serampore Subdivision)

Medinipur Regional Council Office

District Covers

 Purba Medinipur
 Paschim Medinipur
 Jhargram
 Purulia
 Bankura(Khatra Sub Division)

28
 Burdwan Regional Council Office

District Covers

 Purba Burdwan
 Paschim Burdwan
 Birbhum
 Bankura(Except Khatra Sub division)
 Hooghly(Except Serampore Sub division)

North Bengal Regional Council

District Covers

 Coochbehar
 Alipurduar
 Jalpaiguri
 Darjeeling
 Kalimpong
 Uttar Dinajpur
 Dakshin Dinajpur
 Malda

29
 West Bengal Board of Primary Education (WBBPE)
Vision

With a view to attaining the goals of education for all at the primary level (5+ to 9+ age group)
under the jurisdiction of Primary Education) the Board proposes to ensure:
(i) Universal access,
(ii) Universal retention and
(iii) Universal quality achievement in the primary education sector.

Obviously, to reach these the Board as per the powers and functions vested in it by the Act
(W.B.Primary Education Act, 1973 as amended from time to time) has successfully made so far
the following strategic interventions that are logically coherent.

[The 5 basic Functions as per Act of 1973]

A state level Primary School Education Board for which provision already existed in the Primary
Education Act of 1973, has been established. The Board is supposed to exercise jurisdictional
authority on the District Primary School Councils, The objective is as much to decentralise as to
democratise the primary education system." (Ashok Mitra Commission 1992, Page 39)

Though the West Bengal Primary Education Act, 1973 West Bengal Act XI, III of 1973 as
referred to above by the Commission was passed in the West Bengal Legislative Assembly as
early as on the 20th September, 1974, the West Bengal Board of Primary Education could be
established

30
as provided in the Act only in 1990. It actually started functioning on and from the 2nd July,
1990. Several inhibiting factors were instrumental for the late implementation of the Act. The
Left Front Government with the assumption of its office took up with the Act and made
extensive but necessary changes in it. But it took a long time for getting assent of the Hon'ble
Governor. Hon'ble Governor, as a matter of fact, sent it to His Excellency the President of India
and the assent of the President reached after long lapse of several years. But court case again
acted as a stumbling block. Some teachers of the then North 24 Parganas district filed a case
against the said Act. The formation of the Board as well as the District Primary School Councils
as per the revised act was further delayed. At last on 2nd July 1990 the West Bengal Board of
Primary Education could be established with Prof. Partha De, Ex-Minister, School Education as
its President and Shri Amal Das, the then Additional Joint Director, Directorate of School
Education as its Part-time Secretary. With the establishment of this Board, unique in the whole
country in respect of supervision, development, management and control of Primary Education
in the State, four segments of education in the State came under four such autonomous Boards,
viz.

* West Bengal Board of Primary Education

* West Bengal Board of Secondary Education

* West Bengal Board of Madrasah Education

* West Bengal Council of Higher Secondary Education

It is worthwhile to mention in this connection that the Ashok Mitra Commission set up in August
1991, immediately after the Board was established in July 1990, suggested not only the exercise
of jurisdictional authority of the Board over the District Primary School Councils but also
indicated its responsibility to induce the District Councils to coordinate effectively with the
district inspectorates of schools and the Panchayet Samitis. (Ashok Mitra Commission, Page 42)

31
Introduction of a Modern and Scientific Curriculum and Syllabuses:
After independence curriculum and syllabuses based mostly on the Gandhian Philosophy of
basic education were introduced as early as in 1950. After a lapse of some 31 years a new
curriculum and syllabi subject-wise were introduced from 1981. Based on the recommendations
of Prof. Himanshu Bimal Majumdar Committee 1978 this curriculum claims an innovative
approach on counts more than one. In its bid to seek a total development of child, it kept in mind
all the requirements for reaching this goal. With a view to making education life skill oriented
and to making it realistic and practical, Co-scholastic subjects such as (a) Direct Experience-
based works, (b) Creative and Productive works had been included as the basis of the
curriculum. Emphasis was laid on Games, Sports and Physical Education, formation of scientific
attitude and promotion of inquisitiveness and power of observation. The system of Continuous &
Comprehensive Evaluation along with the policy of No-Detention upto class IV was
introducedmaking it realistic and practical, the Directorate of School Education then took the
initiative to develop the instructional materials such as text-books and some Guide-books. The
SCERT, West Bengal since its inception in eighties took up the initiative to prepare the text-
books and the Guide-books. Subject-wise Committees as recommended by the Himanshu Bimal
Majumdar Committee were formed for the purpose and the SCERT developed the manuscripts
of text books and subsequently some guide books in early eighties. The manuscripts were then
handed over to the Department of School Education for publication and distribution. With the
introduction of the Continuous and Comprehensive Evaluation (CCE) and the Policy of No
Detention as per the new Curriculum it became an imperative on the part of the Government to
impart training in all these respects to all the educational functionaries both at the State and
District levels and then to the Primary teachers as well. It was the SCERT that took the initiative
to impart necessary orientation in all these respects. A three-tier and time bound Orientation
Programme could however, be undertaken in 1994 - 1995 after the Primary Board was set up in
1990.

32
Policies, Functions and Challenges
The West Bengal Primary Education Act promulgated as early as in 1973 and amended from
time to time vests in the West Bengal Board of Primary Education the development both in
quantitative and qualitative terms, supervision, management and control of the entire primary
education in West Bengal. The Board claims uniqueness on two distinct counts:
* In the whole country the Board is the only one that has been created and entrusted with the sole
authority to manage, supervise, develop and control primary education in the state.
* Quite in tune with the avowed policy of the State Government, the Board, a democratically
elected autonomous body, symbolizes democratization and decentralization of the entire primary
education in the State. As many as 19 District Primary School Councils in the districts, all
democratically elected bodies, work for primary education under the aegis of the Board which is
headed by its President, who is assisted by an Executive Secretary.
A resume, however of powers & functions of the Board including those vested in it by the West
Bengal Primary Education Act, 1973 is given below:
A resume however, of the powers and functions of the Board including those vested in it by the
West Bengal Primary Education Act, 1973 is given below:
* Framing up of the syllabi and curriculum of the Primary Stratum of School education and
developing learning competency based text-books for the students of the Primary level.
* Preparing and providing books to be studied in the Primary Schools.
* According approval to setting up Primary Schools on the basis of the quota of the Schools
fixed by the State Government.
* Prescribing the curriculum, the syllabus and the Courses of Studies of the Primary Teachers'
Training Institutes.
*Granting recognition to Primary Teachers' Training Institutes to be run by Registered Societies
without any financial assistance from The Government.
* Conducting Primary Teachers' Training Examination.
* Awarding Diplomas, Certificates, Prizes, Scholarships in respect of any examination conducted
by the Board.
* Holding Continuous and Comprehensive Evaluation as school-based evaluation system, an
External Evaluation (at the end of Class II) and finally a Diagnostic Achievement Test at the
class IV to ascertain gaps in learning-competencies in order to ensure remedial teaching-

33
learning) both at Board level and District level with co-operation from the District Primary
School Councils and other district authorities namely District Magistrate, Sabhadhipati,
Sabhapati of Panchayet Samity and BDO's (of all the blocks) and other organisations and
distinguished persons in the district.
* Conducting need based extensive teacher-orientation programmes to empower teachers for
imparting proactive, participatory and joyful instructions.
* Developing teacher guide books / manuals, teacher orientation modules along with Course-
books of different classes on different languages at the Primary stage.
* Transferring any teacher or non-teaching staff from a Primary School within the jurisdiction of
one Primary School Council to another Primary School Council.
* Transferring any officer or employee other than the Secretary and the Finance Officer, from
one Primary School Council to another Primary School Council or to the Board or from the
Board to a Primary School Council.
* Exercising general supervision and control over the work of the Primary School Councils and
for that purpose to issue such instructions to the Primary School Councils relating to Primary
Education and to call for reports from the Primary School Councils on matters relating to
Primary Education.
* Advising the State Government on all matters relating to Primary Education referred to it by
the State Government.
* Performing such other functions and discharge such other duties as may be prescribed by the
rules made or notifications or orders issued by the State Government under the Act of 1973.
* School sports - awarding scholarships, distribution of clothes to the students of Dr. B. R.
Ambedkar State Sports School, Banipur, 24 Pgs. (N) before festival.
* Undertaking projects in collaboration with national & international agencies such as NCERT,
NIEPA, NCTE, UNICEF, BRITISH COUNCIL, EUROPEAN COMMISSION etc.
Organogram
Not Available

34
Making of the Curriculum and Materials
Revision, Modernization and Renewal of Curriculum and syllabuses

After a lapse of some 23 years it became an imperative for the Board to undertake
the task of renewal/revision/modernization of the curriculum and syllabuses was
introducesd

Theneedforchanges:

The change in socio-political and socio-economic condition, rapid advancement of

science and technology, changes in the national and international scenario,
particularly in the world of education (reference may be made for example, to the
Dakar Framework for Action, Delor's Commission etc.) and introduction of
English as per recommendations of the Pabitra Sarkar Committee from the second
semester of Class II called for renewal and modernization of the existing
curriculum and syllabuses. This challenge was meticulously and efficiently met by
the Board. Subject Expert groups were formed. Members of each group thoroughly
discussed the pros and cons of the existing curriculum and syllabuses and
incorporated the necessary changes into it. Suggestions were collected from large
number of teachers and experts who participated in the workshops.

The Basic Features:

In the renewed curriculum and Syllabuses along with the contents, hints on the
mode of classroom transaction with emphasis on activity-based and participatory
group learning (Peer Learning) have been incorporated into and more about writing
textbooks and guidebooks, workbooks particularly for co-scholastic subjects have
beengiven.

* Competencies to be attained by the learners from the lessons have been identified
and clearly mentioned in the beginning of each lesson of all text books.

* Exercises have been elaborately given not only to promote self-learning but also
to facilitate the conduct of evaluation - instant (Sub-Unit based), Unit Based,
Periodic and summative; sample evaluation sheets have been given to facilitate the
mode of implementation.

* Exercises have been designed in a way that the competencies identified earlier,

35
have been acquired through teaching learning of the specific lesson.
*Views and opinions of erudite persons in the field of education and more than one
lakh teachers participating in different orientation programmes were also given
importance to.
* Special emphasis has been given on value education and values that are inherent
in the lessons have been identified and mentioned. A separate chapter has been
added to incorporate into the basics of value education. But no separate book has
been prepared for this purpose.
* A separate chapter has also been added to impress upon the clientele, the
teachers, the basics of continuous and comprehensive evaluation.
* Another separate chapter has been given on the method of teaching-learning and
methodology of preparing text books.
* With a view to promoting health and environmental consciousness special
emphasis has been given in this regard in the curriculum.
* Special attention has been paid to imbibe in the curriculum the basic spirit that
the four pillars of learning as referred to in the International Commission on
Education for the 2151 Century (Delors Commission, UNESCO). Basic
educational thoughts of our great thinkers such as Ram Mohan Roy, Vidyasagar,
Rabindranath Tagore, Mahatma Gandhi, Swami Vivekananda, Shri Aurobinda and
others have also been kept in mind while giving a shape to the curriculum.
* The update NCERT curriculum and other reports of different Commissions,
Committees etc. were taken into consideration before giving shape to the renewed
curriculum.
The renewed curriculum has been introduced from the current session, i.e., the
session of 2004-2005.

36
West Bengal Central School Service Commission (WBCSSC):
Information Not Available in the Site, however AQ-1 was issued on 14.06.2022.
Information would be incorporated on furnishing of reply by the department.

West Bengal Council of Rabindra Open Schooling (WBCROS)

Information Not Available in the Site, however AQ-1 was issued on 14.06.2022.
Information would be incorporated on furnishing of reply by the department.

37
 State Council of Educational Research & Training (SCERT), West Bengal

The State Council of Educational Research & Training, Govt. of West Bengal (SCERT, WB)
under Department of School Education , Government of West Bengal, guided by promoting
innovations through its practices carries out specific tasks for quality improvement in School
education in West Bengal. The SCERT (WB) aims at delivering dynamic and participatory
interactions between teacher educators and teachers in various stages of school education on
issues ranging from planning, research, and action researches to extension and evaluation. Most
of the activities that SCERT (WB) performs are innovative in their various facets.

 SCERT, West Bengal: Roles & Functions

SCERT was established as a Post Graduate Research and Training Institution in terms of G.O.
No. 712-Edn (CS) dated 21.05.1980 and functions under Department of School Education,
GoWB as per G.O. No. 7-Edn (P) dated 25.02.1993 till date to carry out specific tasks for quality
improvement of school education in West Bengal. It is neither autonomous like NCERT nor a
Directorate but a constituent part of the School Education Department like its other different
constituent, headed by a Director. The tasks, with which the SCERT, West Bengal has been
entrusted cover the entire spectrum of school education. The specific tasks, as enumerated in the
relevant Government Order, which constitutes the foundation of the SCERT, West Bengal are
given below:

 To arrange for the in-service and orientation of official dealing with pre-school, elementary,
secondary and higher secondary education in the state.
38
 To arrange for the in-service training of teacher educators working at all stages of education from
pre-school through higher secondary.
 To provide extension service to teacher training institutions at all levels in the state.
 To organize programmes including correspondence-cum-contact courses for the overall
professional development of teachers, teacher educators and supervisory /inspecting officers.
 To co-ordinate the work of Extension Service Centres of the teacher training institutions in the
State.
 To produce curricula, instructional materials, text books etc. for the use of educational institutions
and teachers of pre- school, elementary, secondary and higher secondary stages in the state.
 To prescribe curricula and text books for the schools and teacher training institutions at the pre-
school and elementary stages.
 To produce instructional materials for the use of teacher educators at the secondary and higher
secondary education levels.
 To function as administration controlling authority for the DIETs in West Bengal.
 To conduct studies and investigations on the various problems of education in general and in the
training of teachers at the levels of preschool, elementary, secondary and higher secondary
education.
 To perform other functions as may be entrusted with to it by the Department of School Education,
GoWB from time to time.

The activities of SCERT have been categorized under the following four divisions from its
inception:

1. Division of Curriculum Development

2. Division of Educational Research, Evaluation and Examination Reform
3. Division of Training and Extension
4. Division of Educational Technology

 Salient activities of SCERT (WB) through the last decade

 In the last decade SCERT (WB) conducted a study and published “ Twenty-five years of Research
in School Education- The Scenario in West Bengal “ (2006)
 As a part of constantly providing research-based inputs to the Government, SCERT (WB) brought
out “ Impact of Mid Day Meal Scheme in Primary schools and Shishu Shiksha Kendras in Five
Districts in West Bengal – A Report” (2008)
 SCERT (WB) , on being directed by the Government, took up a study and published a report titled,
“Implication of a Private Tuition in West Bengal- A Report “ (2009)
 A study on students’ & Teachers’ Time-on-Task in Primary schools of West Bengal was also
taken up and results were published in 2012.
 SCERT (WB) developed strategies and materials for improvement of classroom environment in
the light of NCF, 2005 and RTE Act, 2009.
 In more recent times SCERT (WB) planned programmes toward building capacity of
teachers/teacher educators in statistical techniques for conducting educational surveys.

39
Vision
This council visualises itself as being the facilitator of such teacher education practices which
will be able address the present and the emerging needs in education.

40